Marie-Laure Ryan,Lori Emerson,and Benjamin J. Robertson (eds): The Johns Hopkins Guide to Digital Media     

Sean S. Costigan 《Publishing Research Quarterly》2014,30(3):330-331

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On the Need for Dionysian Education in Schools Today     

Sean Steel 《Educational theory》2014,64(2):123-141

Although much has been written about Friedrich Nietzsche's views on education over the years, and much has also been written about Dionysus, god of wine and ecstasy, very little attention has been given to the meaning of, and need for, Dionysian education. In this article, Sean Steel attempts to begin that project. Drawing Nietzsche's articulation of the Dionysian, Apollonian, and anti‐Dionysian into the orbit of broader scholarship on Dionysus, Steel invites readers to think about what a Dionysian education might look like in a modern‐day school setting, as well as to consider what challenges exist for the implementation of such a vision of education.  相似文献   

Reexamining the Link Between Cultivation Factors and Viewer Involvement: Investigating Viewing Amount as a Catalyst for the Transportation Process     

Sean M. Horan  Matthew M. Martin  Nicole Smith  Meghan Schoo  Mary Eidsness  Angela Johnson 《Communication Studies》2013,64(1):66-81

In an effort to expand on prior cultivation research involving narrative processing (Bilandzic &; Busselle, 2008 Bilandzic , H. , &; Busselle , R. W. ( 2008 ). Transportation and transportability in the cultivation of genre-consistent attitudes and estimates . Journal of Communication , 58 ( 3 ), 508 – 529 . doi: 10.1111/j.1460–2466.2008.00397.x [Crossref] , [Google Scholar]), this study examined the interrelationships between viewing amount and the transportation process. Results showed that transportation mediated the relationship between genre-specific television viewing and perceived realism, while overall television viewing directly predicted reduced counterarguing. In addition, structural equation modeling was employed to test a combined cultivation-transportation model leading to changes in viewer excessive drinking perceptions. Findings indicated that genre-specific television viewing indirectly influenced beliefs through increased transportation. Conversely, a significant, direct path was found between overall viewing and excessive drinking beliefs, supporting the original cultivation perspective.  相似文献   

Selective Attention to Online Political Information     

Joseph Graf M.A.  Sean Aday Ph.D. 《广播与电子媒介杂志》2013,57(1):86-100

Selective attention is a key concept in communication research despite equivocal supporting evidence. This study focuses on methodological concerns in the study of selective attention. Using unobtrusive measures of selective attention to online political content this study found consistent support for the selective attention hypothesis. Three within-subjects quasi experiments were conducted (n = 29, n = 36, and n = 75) that measured subjects' attention to information consistent with and counter to their beliefs. Two other measures of selective attention were also used: (1) whether subjects turned first to consistent or counter information, and (2) how deeply into the material they read.  相似文献   

The Relationship Between Trait Affect and Job Attitudes in Library Employees     

Miriam L. Matteson  Sean Kennedy 《图书馆管理杂志》2013,53(7):810-822

This research explores the relationship between employees’ disposition and several important job attitudes. Dispositional affect is a personality trait that describes people's emotional responses to situations. This study explored how affective disposition influences the job attitudes of work engagement, organizational commitment, and job satisfaction. Data were collected from a sample of librarians, and the results show that affective disposition strongly predicted the three job attitudes in the expected directions. The findings contribute to knowledge of the role of personality in the workplace and provide guidance for library managers on how best to facilitate positive job attitudes.  相似文献   

An Integrated Knowledge Framework to Characterize and Scaffold Size and Scale Cognition (FS2C)     

Alejandra J. Magana  Sean P. Brophy  Lynn A. Bryan 《International Journal of Science Education》2013,35(14):2181-2203

Size and scale cognition is a critical ability associated with reasoning with concepts in different disciplines of science, technology, engineering, and mathematics. As such, researchers and educators have identified the need for young learners and their educators to become scale-literate. Informed by developmental psychology literature and recent findings in nanoscale science and engineering education, we propose an integrated knowledge framework for characterizing and scaffolding size and scale cognition called the FS2C framework. Five ad hoc assessment tasks were designed informed by the FS2C framework with the goal of identifying participants' understandings of size and scale. Findings identified participants' difficulties to discern different sizes of microscale and nanoscale objects and a low level of sophistication on identifying scale worlds among participants. Results also identified that as bigger the difference between the sizes of the objects is, the more difficult was for participants to identify how many times an object is bigger or smaller than another one. Similarly, participants showed difficulties to estimate approximate sizes of sub-macroscopic objects as well as a difficulty for participants to estimate the size of very large objects. Participants' accurate location of objects on a logarithmic scale was also challenging.  相似文献   

Mathematics Anxiety in Young Children: An Exploratory Study     

Rachel R. Harari  Rose K. Vukovic  Sean P. Bailey 《Journal of Experimental Education》2013,81(4):538-555

This study explored the nature of mathematics anxiety in a sample of 106 ethnically and linguistically diverse first-grade students. Although much is known about mathematics anxiety in older children and adults, little is known about when mathematics anxiety first emerges or its characteristics in young children. Results from exploratory factor analysis indicated that mathematics anxiety in first grade is a multidimensional construct encompassing negative reactions, numerical confidence, and worry. Negative reactions were related specifically to foundational mathematical concepts whereas numerical confidence was related specifically to computation skill; worry was not related to any outcome. Levels of mathematics anxiety did not differ by sex or language background. Overall, negative reactions and numerical confidence were found to be the most salient dimensions of mathematics anxiety in this sample.  相似文献   

Investing in Affection: An Investigation of Affection Exchange Theory and Relational Qualities   总被引：2，自引：2，他引：0  

Sean M. Horan  Melanie Booth-Butterfield 《Communication quarterly》2013,61(4):394-413

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Understanding the Routine Expression of Deceptive Affection in Romantic Relationships     

Sean M. Horan  Melanie Booth-Butterfield 《Communication quarterly》2013,61(2):195-216

Studies suggest that individuals regularly communicate inauthentic affectionate messages to their romantic partners. Yet, most studies do not describe this process, what constitutes deceptive affection, or the functions involved. The study involved a 7-day diary in which participants recorded what they lied about, why they lied, and how they used affection to deceive their romantic partners. Results indicate that participants lied about their own feelings, feelings about their partners, or feelings about the situation. They communicated deceptive affection using verbal messages of confirmation or avoidance, and incorporated nonverbal cues of haptics, proxemics, and kinesics. Motives for the deception included face-saving, conflict management/avoidance, and emotion management. This study provides a clearer picture of how deceptive communication may support and maintain romantic relationships.  相似文献   

An Ethical Exercise for the Social Studies Classroom: The Trolley Dilemma     

Sean M. Lennon  Jeffrey M. Byford  J. T. Cox 《Clearing house (Menasha, Wis.)》2013,86(6):178-181

The Trolley Problem as defined in this paper is a series, or continuation, of increasingly difficult ethical riddles successfully implemented in a classroom environment to spur complex, critical thinking and dialogue. The activity is designed upon the scenario of a runaway train with different and challenging choices, segueing neatly into group discussions of ethics while limiting potential disruptions or controversies. It fits nicely with multiple standards, goals and/or outcomes and can be accommodated to multiple grade levels and courses. It is a powerful, yet easily implemented classroom exercise for educators to develop higher order thinking and dialogue for their students.  相似文献